Trainee Handbook 2019 - Cheynes Training

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Trainee Handbook 2019

© 2019 Cheynes Training Trainee Handbook V2.2

Who’s Who in the training programme of ...

The title of your training programme is the ‘Traineeship Programme’. The main objective of the programme is to help you to successfully move to a job or an apprenticeship (a job with training) or to a course at a local college. Ideally, you will move to an apprenticeship in hairdressing or barbering.

… is the name of the academy who will guide

and help with your development. The academy will provide high quality training in key areas that will help you to develop your skills and knowledge. Training will vary depending on the needs of individuals but is likely to include: helping with English and maths skills; providing training to help find a job opportunity; giving guidance in developing a CV; training on how to impress at interviews. In addition, you will also obtain high quality work experience in career areas you are particularly interested in.

The person responsible for you at your academy is …

Their main aim is to ensure that you successfully achieve all parts of the traineeship programme and, ideally, that you progress onto an apprenticeship in the career you are really interested in.

The name of your salon is …

The salon will provide you with support throughout the time you spend on the programme by providing valuable work experience to help you really understand the world of work.

The person with responsibility for you at your salon is …

Their role is to ensure the salon operates effectively and continues to be successful by firstly attracting and then keeping clients coming back to the salon. They may ask other people to be involved with your traineeship programme, they will answer any important questions you may have about working in the salon.

Assessors at your academy include …

They will visit you in the salon to discuss your progress with you and with the salon.

Finally, the person from Cheynes Training who is in charge of all aspects of the traineeship programme is William Howarth. His title is Programme Director and he can be contacted on 0131 476 7100. Please contact him if you have any questions that no one else can answer.


The Role of the Academy One of the most important aspects of the Traineeship

Programme is the role of the academy. It is the academy’s

job is to help those who take part to get the most from their

training opportunity.

Trainees make regular visits to the academy. During these

visits they will receive training and assessment and have

review meetings in order to assess their progress towards

achieving the main objectives of the Traineeship Programme

and to identify any problems that may be building.

The academy also meets with those responsible for co-

ordinating and delivering teaching and learning in the work

placement salon. The aim is to ensure that, at all times, each

Trainee is getting the most out of their training programme.

There are three main ‘official’ objectives of the Traineeship

Programme, these are for each Trainee to:

• Be given high quality work preparation training;

• receive effective English and maths support;

• experience high quality work experience.

These are all very worthwhile outcomes, however, we do not

think these go quite far enough so we have added a very

important additional objective:

• For each young person involved to move onto an

intermediate apprenticeship programme when they

successfully complete the Traineeship Programme

Your academy will be working very hard to help you achieve

ALL four of the above objectives.


Health and Safety on the Traineeship Programme

There is a legal requirement for everyone in a workplace to try and maintain the safest possible working situation. As a result, we expect all Trainees to follow these guidelines and conduct themselves in such a way that they do not place themselves or others in any danger.

Your academy will provide training in all aspects of health and safety during induction to the programme. Additional training will be provided by your work placement salon on their work practices and on the types of equipment they use.

The academy manager is responsible for health and safety in the academy. The salon manager is responsible for health and safety at the salon. The following guidelines are an introduction to health and safety; much more detailed information will be given to you throughout the programme.

1. Fire prevention

At all times exits are to be clear of all materials. Any electrical equipment thought to be faulty must immediately be taken out of use and a label attached to the item giving details of the nature of the problem. All fire fighting equipment must be kept in a prominent position. The salon fire code must be learned and understood by everyone, this will be displayed in the salon.

2. Good housekeeping

The floor must be kept clean and well swept at all times. Spillage’s must be cleaned up and dried immediately. Materials must not be placed in doorways or on stairways. Permission must be given by the salon manager before a trainee uses step ladders.

3. Electrical equipment

This remains the greatest hazard in hairdressing. Great care must be taken to ensure that all electrical equipment is switched off, unplugged and the flex neatly stored when not in use. Loose wires, broken plugs, worn flexes etc. MUST be reported to the salon manager immediately. Maintenance of equipment must not be undertaken by anyone who is not qualified. If cleaning electrical equipment, ensure it is unplugged.

4. Handling chemicals

Special care must be taken when handling, mixing, applying and removing any hairdressing chemicals. Protective gloves and aprons are available and must be used at all times. Please pay special attention to the Skin Care policy which may be found later in this Handbook.

5. Accidents

All accidents at work, however small, must be reported at once to the salon manager. Accidents will be recorded in the Accident Book. Major accidents, causing serious injury must be reported to the Programme Director immediately by telephone.

7. Changes in the Health and Safety policy

Any changes to the salon or academy health and safety policy will be communicated to everyone in writing. If anyone wishes to make any suggestions as to the improvement of the health and safety policy, please see the academy or salon manager. If there is any doubt about any aspect of health and safety at work generally, please speak to the academy or salon manager immediately.

For more information about health and safety, please visit the Candidate Zone on the Cheynes Training website at www.cheynestraining.com

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1) What do you need to do when the fire alarm goes off?

a) Run outside as fast as possible and pick up all valuables

b) Don’t panic, leave building in sensible manner and don’t go back

for belongings

c) Smash the fire alarm, go back to reception for money and get out

2) Where do you go when the fire alarm goes off?

a) Out the back door and meet

everyone outside

b) Go upstairs to get away from the smoke

c) Leave at a safe exit and meet across the road at

the meeting point

3) If you think you see a fire…

d) Try and put it out yourself

e) Run away screaming

f) Notify someone of senior level immediately so they can deal with it

4) If you spot a small spillage…

a) Clean it up immediately, get someone to help if needed and let workers and clients

know so they are aware

b) Leave it because no one will be stupid enough to slip

c) Clean up spillage but don’t tell clients

because they will think we are messy

5) What would you do if you saw wires fraying on an electrical appliance?

g) Unplug and report to someone straight away

h) Leave it because it still works

i) Feel the wires to see if they are hot

6) What do you do if you see wires from hairdryers or

straighteners hanging on the floor?

d) Knot the wire so it is shorter

e) Undo the wires if needed and get them

out of the way off the floor

f) Unplug and put away so no one can use it


7) When there are spillages of chemicals and dirty peroxide bottles you…

j) Ask client to clean it up because they are older than you

k) Tell the stylist that they left a mess and need to clean it up

when they have a spare moment

l) Clean it up straight away because it is intoxicating

8) What is to be done with hair once it has been cut and on the floor?

a) Sweep to one side and leave

b) Push the hair under the chairs or mats to hide it

c) Sweep to one side and get dust pan and brush to put hair in bin

as soon as possible

9) When washing and bleaching cutlery, what do you have to make sure is done?

a) Make sure the bleach is really thick and use a lot to make sure all germs are killed

b) Put on gloves, dilute bleach with water and make sure bleach is rinsed thoroughly

so there is no contamination

c) Dry the bleach into the cutlery

10) What do you do when you see broken glass?

a) Inform someone immediately so they can get rid of

broken glass and put in newspaper

b) Sweep up yourself and throw glass pieces in the bin

c) Panic everyone and tell them to not move

11) If you fall or slip in the salon, what do you do?

a) Get up quickly and make sure nobody saw you

b) Tell a senior member of staff so they can report it to

the appropriate people and in the accident book c) Tell one of the assistants what has happened

12) If you see an obstacle in the way of a fire exit or in the

middle of the salon floor do you...

a) Move it in front of a door that people don’t usually go through

b) Kick it away so there is a little bit more room

c) Move the obstacle in a safe place totally out of the way of fire

exits and passage ways


Cheynes Training In-house Dermatitis Award What is dermatitis?

Dermatitis is a disease which affects the hands and which is caused by substances irritating

the skin. The risk in hairdressing is high due to contact with shampoo in particular. This is

because shampoo de-greases the skin, stripping out natural protective oils.

The symptoms of dermatitis

The main symptoms include: redness, itching, scaling, blistering and the skin often feels

'tight'. If allowed to get worse, the skin can crack and bleed. However, if it is spotted early

enough and adequate steps are taken, most people make a full recovery.

How can we prevent dermatitis?

Prevention is possible by taking care of your hands. The following should help you to set up

your own skin care regime.

• use a pure hand cream (not scented) on a regular basis (each night before going to bed,

each morning when you get up, at lunch time, etc.) ask a chemist to advise you;

• do not wear jewellery whist at work (especially rings);

• dry your hands thoroughly after they become wet (e.g. between shampoos, etc.);

• always wear gloves when handling, mixing, applying and shampooing off colour;

• keep your hands out of soapy water whenever possible (wear washing up gloves when

cleaning dishes at home);

• wear warm gloves whenever you are out in cold weather;

• avoid any activity which may cause the hands to become roughened.

As part of your traineeship programme you will have the opportunity to complete the Cheynes

Training In-house Dermatitis Award. This consists of a workbook for you to complete with

your tutor and then you will be assessed via a series of multiple-choice questions. There are

30 questions and you will need to get 19 correct for a certificate.


Equality of Opportunity

Cheynes Training aims to create a work and learning environment that:

• Provides equality of opportunity

• Eliminates victimisation, harassment and discrimination

• Ensures that all who work and learn within Cheynes Training feels valued and

empowered to reach their full potential

• Respects and celebrates difference

• Creates a culture of continuous improvement with equality at the core

• Allows Cheynes Training to contribute to a more just society

Equality is all about the fair treatment of everyone in work and in training. This is regardless

of the ways that people are different including, race, learning difficulty, disability, medical

condition, gender, gender reassignment, nationality, sexual orientation, age, pregnancy and

maternity, faith, marriage or civil partnership.

The Cheynes Training team will work alongside salon and academy owners, Heads of Centre,

teachers/trainers and assessors to adopt a ‘zero tolerance’ approach to any form of

discrimination. If you feel you are being treated unfairly, discriminated against or harassed

please contact the Cheynes Training wellbeing advisor at [email protected] who

will speak to you confidentially

For more information about equality and diversity, please visit the Candidate Zone on the

Cheynes Training website at www.cheynestraining.com

Travel Risk Assessment

All employers have a duty of care to their trainees, especially those under the age of 18 and

others who may be vulnerable. Travel is one area where trainees may be exposed to

increased levels of risk. Employers are not responsible for travel between home and the salon,

this is part of daily life, however, if the salon asks a young person to travel to a different

location for any reason - including training - on a journey that is scheduled to last for 60

minutes or more the employer is responsible for the travel arrangements and must undertake

a risk assessment.

Cheynes Training has developed a special Travel Risk Assessment document to guide salons

and academies and allow them to carry-out a full evaluation of the journey, identifying the key

risks and then detailing the steps that must be taken to reduce the risks.

The employer also responsible for the cost of travel to training, regardless of the length of

journey.

mailto:[email protected]

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My Training Story A special folder called My Training Story is designed to help guide you through the traineeship

programme, it contains many of the key documents used by trainees and is designed to keep

these documents safely in one place.

The contents of My Training Story may vary slightly but as a guide, the following sections are

normally present:

• My Training Story - Contents Page

• Traineeship Agreement

• Individual Trainee Agreement

• Initial Assessment Summary

• Expected Achievement Summary

• Trainee Induction Review

• GCSE Results and Copy Certificates

• BKSB Diagnostics

• Trainee Self-Assessment

• Trainee Progress Reviews

• Hair / Functional Skills Certificates

• Health and Safety

• Employer Feedback

• Prevent – Side by Side Certificates

• In-house Dermatitis Award

• Trainee Exit Interview


Functional Skills Functional skills is the name given to those skills which we all need to succeed in a range of

activities - at work, in education and training and in everyday life. Many people who have

recently left school may have already covered functional skills as part of their GCSE studies. If

not then we can help because functional skills are built into the traineeship framework and we

will guide you in achieving these important qualifications. There are two functional skills areas

within the traineeship framework for hairdressing and barbering; these are English and

mathematics:

Mathematics To achieve mathematics at Level 1 you must be able to apply your number skills to suit different

purposes. You will show that you can:

Represent

• understand practical problems in familiar and unfamiliar contexts and situations, some

of which are non-routine

• identify and obtain necessary information to tackle the problem

• select mathematics in an organised way to find solutions

Analyse

• apply mathematics in an organised way to find solutions to straightforward practical

problems for different purposes

• use appropriate checking procedures at each stage

Interpret

• interpret and communicate solutions to practical problems, drawing simple conclusions

and giving explanations

English To achieve English at Level 1, you must be able to apply your skills to suit different purposes.

You will show that you can:

Reading

• The assessment is task based, involving multiple choice questions and free response.

Each assessment contains two different types of source document. The assessment

tasks will require candidates to extract relevant information from the documents.

Writing

• The assessment is task based, involving free response writing.

Speaking, Listening and Communication

• The assessment consists of two group discussions. One discussion will be about a

topic that is familiar to the candidates, and the other will be about a topic that is

unfamiliar to the candidates


Entry 3 Award in an Introduction to the Hair and Beauty Sector During your Traineeship you will be working towards the City & Guilds Entry 3 Award in an Introduction to the Hair and Beauty Sector qualification. To achieve this you must achieve Four credits from the mandatory units and three credits from the optional units available below.

City & Guilds unit number

Unit title Level Credit value

Guided learning hours

Mandatory – both these units must be achieved

Unit 001 Introduction to the Hair and Beauty Sector

Entry 3 2 20

Unit 002 Presenting a Professional Image in a Salon

Entry 3 2 20

Optional – only one of the following two units need to be achieved

Unit 003 Shampoo and Conditioning

Entry 3 3 30

Unit 103 Styling Women’s Hair

1 3 30

You will be assessed via the following different methods:

• Producing fact sheets on different subjects i.e. different job roles within a salon

• Observation whilst preforming a task i.e. shampooing

After each task and observation, you will receive written feedback. Things to remember:

Timing - Complete your tasks within the time limit your tutor has set

Presentation - Try to present your written work in a clear and logical way To improve your assignment, prepare a front cover and contents page

Be creative - Use colours, symbols, diagrams, pictures and leaflets in your tasks

Remember to reference - If you refer to books, the internet and information given to you by your tutor in your tasks you should include a reference to show where the information came from

Aim high - Review the grading criteria for your tasks to see what you need to get a higher grade

Be prepared - Review the observations check list before carrying out your final practical assessment because you cannot look at it during your assessment

Think - Think about how you present yourself and communicate during your practical


Trainee and/or Teacher Appeals Both City and Guilds and VTCT, who are the main awarding organisations for hairdressing and

barbering, require all assessment centres to operate an appeals procedure in the event that a

trainee or a teacher wishes to challenge an assessment decision.

Awarding organisations insist that if a trainee or a teacher considers that the training provider

has not conducted an appeal in the agreed way, the trainee or teacher should complain first to

the training provider and, if not satisfied with the response, should then take this up with the

awarding organisation who will investigate the complaint and take appropriate action.

Establishing an Appeals Procedure

The appeals procedure must allow the trainee or teacher to challenge the outcomes of their

assessment if they consider that the assessment has not been carried out properly. A trainee

or teacher could appeal on a variety of grounds including, for example:

• The way in which the assessment was conducted

• The adequacy of the range, nature and comprehensiveness of the evidence when set

against the national standards and evidence requirements

• The adequacy of the opportunities offered in order to demonstrate competence

The outcomes of the appeal may be:

• Confirmation of the original decision

• Instructions that the assessment is reassessed by the same or a different assessor

• A judgment that the evidence presented is adequate and a recommendation that the

assessment decision be reconsidered.

If a trainee or teacher considers that the appeal procedures have not been carried out

properly they can make a further appeal to the centre and, if still dissatisfied, directly to the

awarding organisation who will investigate a complaint and may make arrangements to rectify

the situation. The appeals procedures must embody the principles of natural justice, fairness,

independence, objectivity, equal opportunities, anti-discrimination, and a consideration of

special needs, in the application of the national standards.

The appeals procedures should:

• Identify the person with whom the appeal is lodged

• State the form in which the appeal is made

• Incorporate an appeals panel (or its equivalent), which is objective and independent

• Make clear the times within which appeals may be lodged and must be decided.

If they are unhappy with the outcome of an assessment decision, a trainee or teacher should

appeal using the procedure outlined on the following page.

If you are unsure about any part of the procedure please speak to your Regional Training

Advisor (RTA) or telephone Cheynes Training on 0131 476 7100.


Trainee or Teacher Appeals Procedure Academy/Salon name: Trainee or teacher/assessor: Date of appeal: Appeal lodged with: (see note 1) RTA: (see note 2)

Grounds of appeal: (see note 3)

Appeal Panel: (see note 4) 1.

2.

3.

Outcome of Appeal: (see note 5)

Notes:

1 The appeal must be lodged with the Head of Centre (if internal) or with the Regional

Training Advisor (RTA)

2 If the appeal is lodged internally, the RTA must be informed as soon as possible

3 Insert a brief description of the grounds of the appeal (i.e. the reason it is made)

4 The appeal panel must include the RTA or someone nominated by the RTA – and where

possible, two other assessors who were not involved with the original assessment decision

5 A copy of this document (including the outcome) must be sent to the Programme Director


Programme Dictionary

Apprentice The name given to a Learner taking part in a government funded Apprenticeship Programme aimed at widening the participation of learning in the workplace; all those on a Traineeship Programme are expected to become an Apprentice

Apprenticeship Programme

A government funded initiative aimed at helping employers and their employees to undertake qualifications based training which incorporates NVQs, ERR, PL TS and Functional Skills

Assessment The process of collecting evidence and making judgements on whether national standards of competence are being met by a Learner during their Apprenticeship or Traineeship Programme

Assessment Sheet The name given to the records on which the Competence of an Apprentice or Trainee is recorded

Assessor Any person who is qualified to take on the role of measuring and recording the Competence of Learners or Trainees on the programme

Awarding Organisation

A body such as City & Guilds or VTCT that is empowered to award certificates to apprentices who achieve key aspects of an apprenticeship framework such as NVQs

Basic and Key Skills Builder

Also referred to as BKSB, this is an online Initial Assessment system used to measure the Basic Skills of Learners and Trainees and then to provide them with appropriate support material

BKSB See Basic and Key Skills Builder

British Values See Fundamental British Values

Candidate Name given to those who are registered on the Cheynes Training Apprenticeship Programme, an alternative name is Learner

Certification Process of awarding a certificate that details the achievement of a Learner or Trainee on an Apprenticeship or Traineeship Programme

Cheynes Training The Lead Provider responsible for administering all aspects of the Cheynes Training Traineeship Programme

Cheynes Training Facebook Page

Social media site used by Trainees on the Cheynes Training programme and which can be located at www.facebook.com/cheynestraining

City & Guilds The Awarding Organisation that Cheynes Training mainly links with for the award of National Vocational Qualifications in hairdressing and various other awards such as Functional Skills

Competence The ability to perform a range of work activities to recognised National Occupational Standards within an NVQ

DBS See Disclosure and Barring Service

Democracy A form of government where, usually, the population has an opportunity to choose typically by voting for elected representatives

Direct Observation See Observation of Assessment

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Disclosure and Barring Service

Also referred to as DBS, this forms an important part of the Safeguarding process, the Disclosure and Barring Service helps employers make safer recruitment decisions and prevent unsuitable people from working with Trainees and Apprentices

Diversity Diversity means ‘difference’. Everyone is unique and the Cheynes Training approach to diversity is to encourage everyone to see, accept and celebrate this difference

Educator A name used to describe Teachers, Tutors and Trainers involved in the Cheynes Training Apprenticeship and Traineeship Programmes

Equal Opportunities

See Equality and Diversity

Equality Act Legal framework which protects all individuals, including Apprentices, against any form of discrimination

Equality and Diversity

Apprenticeship Programmes must be available to all regardless of gender, disability, sexual orientation, religion, ethnic origin, or any other measure of Diversity. All Centres taking part in the Cheynes Training programme must agree to abide by the Cheynes Training Equality Diversity and Inclusion Policy

Equality and Diversity Module

On-line training module developed by Cheynes Training which covers in detail aspects of Equality and Diversity and which is located on the Cheynes Training Website

Equality Diversity and Inclusion Policy

Cheynes Training framework on Equality and Diversity that all Centres are asked to commit to

Every Child Matters

Government initiative aimed at ensuring every young person under the age of 18 is healthy, stays safe and achieves within their employment or training, makes a positive contribution and achieves economic wellbeing The Cheynes Training approach to this initiative is entitled Every Candidate Matters

Extremism Vocal or active opposition to Fundamental British Values

Functional Skills Basic Skills programme that is part of the Apprenticeship and Traineeship Programme

Fundamental British Values

Taken to mean support for democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs

Head of Centre Person responsible for coordinating Teaching, Learning and Assessment on the Apprenticeship and Traineeship Programmes at each Academy

Head Office Cheynes Training's head office at 15 Hope Street, Edinburgh, EH2 4EL, telephone 0131 476 7100, or by email at [email protected]

Health and Safety Learners on Apprenticeship Programmes must be trained in all aspects of health and safety and Centres taking part must have an approved written Health and Safety Policy

Individual Liberty The freedom of a person to make their own choices about how they live their life provided it does not affect the individual liberty of others



Individual Training Agreement

A document which sets out the training a Trainee will receive on an Traineeship Programme

Induction Introducing a new Trainee to a Traineeship Programme

Induction Checklist

Document used to record all Induction activity undertaken by each Trainee

Mutual Respect and Tolerance

Generally agreed to mean respecting and accepting other people’s faiths and beliefs even though they may be different to your own

New Standards Apprenticeship

An Apprenticeship Programme developed by employers to meet the needs of the industry to which they apply

Ofsted The government body responsible for inspecting all providers of training

Personal Learning and Thinking Skills

Skills built into the Apprenticeship Framework that include team-working, creative thinking and the ability to study independently, a willingness to collaborate with others, and a readiness to progress to further opportunities for education or training.

Placement The work experience location of Trainees on a Traineeship Programme.

Portfolio Name given to a folder holding Assessment material which is used to record Learner and Trainee achievement

Practical Assessment

The act of assessing a Learner or Trainee carry out practical work in order to judge their Competence in a task

Prevent Duty A government initiative that became law in July 2015 that requires all providers of education including Apprenticeships to take positive steps to stop the radicalisation of young people

Programme Director

Person with overall responsibility for all aspects of the Apprenticeship Programme operated by Cheynes Training

Progress Review Meeting held with a Trainee to record progress towards the completion of the Traineeship Programme

Radicalisation The process by which a person starts to support Extremism

which may lead to Terrorism

Regional Training Advisor

Also referred to as RTA, key personnel in the Cheynes Training system, RTAs often act as the Internal Quality Advisor (formerly IV) and are a vital link between each Centre and the Programme Director

Reviewer Normally used to describe the person who completes Reviews with Trainees

Rule of Law Generally taken to mean that every person must observe the law of the land

Safeguarding A set of legal requirements that are aimed at ensuring that those under the age of 18 and vulnerable adults are protected from any form of abuse

Sexting The texting of intimate photographs

Sexual Exploitation

A form of abuse involving the exchange of money or other basics for sexual favours

http://www.businessdictionary.com/definition/law-of-the-land.html

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Education & Skills Funding Agency

Also referred to as ESFA, this is the government body responsible for funding Apprenticeships in England

Subcontractor ESFA definition of what Cheynes Training normally refers to as an Academy

Teacher Normally taken to mean the person who delivers Learning to Trainees on a Traineeship programme

Terrorism An action, often based on political, or religious ideology, that aims to cause damage or disruption in order to influence government policy

Trainee Diary Used by Trainees to record activity whilst they are on a Traineeship Programme, some Centres use online systems such as Pinterest

Traineeship Programme

A pre-apprenticeship programme designed to support young people into work and which usually leads to the offer of an Apprenticeship

Trainer See Teacher

Training Story A folder containing key documents that map the Trainee's journey through their Traineeship Programme

Under Represented Groups

Groups of individuals who, in percentage terms, have lower representation on a specific learning programme than that which occurs in the population as a whole, in hairdressing, for example, males are under-represented

URG See Under Represented Groups

V1 Older qualification required to be held by an External Quality Consultant before they are allowed to 'sign-off' all forms of Assessment on Apprenticeship Programmes

Vulnerable Person A person who is at risk of abuse

WBL See Work Based Learning

Wellbeing General name for all areas covering the health, safety and welfare of Learners on the Cheynes Training Apprenticeship Programme

Work Based Learning

Generic name given to vocational training programmes that are based on employers’ premises


Contact Information

Cheynes Training is the lead provider for your traineeship programme. Funding for the

programme is administered by the Skills Funding Agency and is part financed by the UK

Government and the European Social Fund (ESF).

Cheynes Training was formed to create and develop a range of high quality training programmes across the whole of the UK. The philosophy behind the company is very simple, a saying we have at Cheynes Training can sum it up:

‘… to us, learning is not just important, it is everything!’

We believe that every single action any individual takes is the result of the training they have received or, the result of the training they have not yet received. We are what we learn!

Cheynes Training operates the traineeship programme along with a range of apprenticeship programmes for hairdressers, barbers and beauticians. This includes working with the following NVQs within the apprenticeship structure:

• NVQ Level One: mainly aimed at Candidates who are still at school, this introductory programme is designed to show young people how to become good assistants.

• NVQ Level Two: our flagship apprenticeship programme, aimed at assistants who wish to become hairdressers, barbers or beauticians. The Cheynes Training version of the NVQ Level Two Programme is a greatly enhanced version of NVQ Level Two

• NVQ Level Three: our advanced apprenticeship programme aimed at young hairdressers and barbers who have completed a Level Two apprenticeship, have been launched onto the salon floor and who now wish to build a Clientele.

The full address is:

Cheynes Training

16 Rutland Square

Edinburgh, EH1 2BB

Tel: 0131 476 7100

Programme Director – 0131 476 7100, mobile 0771 034 0048

Programme Director email address [email protected]

Technical Director – 0797 172 7654, [email protected]

Wellbeing Officer – 0795 828 4266, [email protected]

For general enquiries – 0131 478 4619, [email protected]





Trainee Handbook 2019 - Cheynes Training

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